3.1.- LA ECONOMÍA DEL DESARROLLO Y LA TENDENCIA AL DETERIORO DE LOS TÉRMINOS DE INTERCAMBIO

purpose to bring success to both the students and the center itself. This theme is seen through the company’s vision and through the use of their location and space.

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The vision of the learning center sets strong intentions that hold more meaning and specificity than simply having the goal of improving academics. Part of the vision of the company states:

Our goal is to empower students with the knowledge and study skills necessary to become independent thinkers and learners, helping students gain the confidence they need to find their own paths to success.

The learning center has the goal to give students confidence and independence, which in turn works to boost their academics.

The set-up of the learning center was created with the intention of giving students a variety of spaces to work with very little distraction. There are varying sized classrooms to fit singular student or group learning needs. In each of these rooms, the walls are bare and extra materials including books and school supplies are not present. The learning center purposefully gives students a bare space to help them clear their minds and focus on their current task. The operations manager stated, “The rooms are clear and blank for a reason. There is an intention behind it. Having no distractions in the room really helps the kids focus.”

Summary of Key Findings and Themes

Each of the five research sub-questions (training, relationships, innovation, structure, and customer development) acted as code groups during the data analysis process. Each code group was related to a set of codes found inductively during the qualitative data collection using the program, HyperRESEARCH. Within the code group training, it was discovered that tutors are trained at the learning center through rules and discussions regarding expectations and best teaching practices. In regard to relationships, the learning center places an importance on tutors making a connection with their students. Innovation at the learning center is brought about by

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embracing technological change. The structure of the learning center follows their vision of focusing on specific student needs, providing high quality tutoring services, and having a passion for teaching. Lastly, customer development plays a role at the learning center by proving success with current and past students based on scores and customer reviews.

The five themes were developed inductively from the data analysis in response to the overarching research question provide clarity of how the learning center continues to sustain their business: The themes are as follows: Theme 1: Engaging in closed-loop communication with all stakeholders; Theme 2: Taking a holistic approach to student improvement; Theme 3:

Providing differentiated instruction for a personalized experience; Theme 4: Engaging in a growth mindset; Theme 5: Setting an intention for the learning center to follow.

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Chapter Five: Conclusion, Implications, and Recommendations

Chapter Five provides a brief overview of the study including the problem, purpose, methodology, and research questions, as well as a discussion of the key findings and themes discovered from the data analysis. This chapter also provides implications for practice, study conclusions, recommendations for further study, and a final summary.

Problem Statement

Currently, the varied academic needs of students with learning disabilities throughout the U.S. and in Southern California, specifically, has driven demand for private learning centers.

When student needs are not fully met within the school system during school hours, teachers recommend and parents seek outside help from learning centers (Park et al., 2016). However, these learning centers often struggle with overall business success and the retention of employees and clients alike. Further, a lack of empirical research has been conducted on learning centers and similar educational businesses directed toward primary and secondary school students.

There is limited data about learning centers, what makes them high-performing, and what

strategies they use to sustain their current businesses in order to assist students academically. The most recent study depicting the details of a private learning center for K-12 students is a

dissertation discussing an assessment tool for the center that was written over two and a half decades ago (Zoll, 1990). Therefore, there is a need and an opportunity to explore strategies to sustain learning centers for students with learning disabilities through the study of one successful learning center.

Purpose

The purpose of this qualitative case study was to explore and describe strategies used by a successful K-12 learning center for students with learning disabilities in Southern California to

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sustain their businesses. This case study took place at one purposefully selected learning center catered to students with learning disabilities in Southern California that was currently successful in their ability to sustain their business. This qualitative case study incorporated data collection through interviews, observations, and archival data (Yin, 2014).

Theoretical Framework (Summary)

The theoretical frameworks used for this study were a two-part compilation of a business plan approach compiled by a UNESCO team called The Smartest Investment: A Framework for Business Engagement in Education and the Resource Based Theory of Entrepreneurship. The Framework for Business Engagement in Education is a guide for education businesses to create learning opportunities while making a lasting and beneficial business. The Resource Based Theory of Entrepreneurship is a theory with conditions that led to business success, including use of diverse resources, limiting competition, staying innovative, and recognizing entrepreneurship opportunities.

Research Questions

The overarching research question for this purposefully selected case study was the following:

1. What strategies does one successful K-12 learning center for students with learning disabilities in Southern California use to sustain their business?

The sub-questions for this study were:

A. How does one successful K-12 learning center for students with learning disabilities in Southern California use training to sustain their business?

B. How does one successful K-12 learning center for students with learning disabilities in Southern California use relationships to sustain their business?

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C. How does one successful K-12 learning center for students with learning disabilities in Southern California use innovation to sustain their business?

D. How does one successful K-12 learning center for students with learning disabilities in Southern California use structure to sustain their business?

E. How does one successful K-12 learning center for students with learning disabilities in Southern California use customer development to sustain their business?

Discussion of Key Findings

The key findings of this study include the data found supporting the five research sub-questions (training, relationships, innovation, structure, and customer development) and the five inductively developed themes found through the data analysis: Theme 1: Engaging in closed-loop communication with all stakeholders; Theme 2: Taking a holistic approach to student improvement; Theme 3: Providing differentiated instruction for a personalized experience;

Theme 4: Engaging in a growth mindset; Theme 5: Setting an intention for the learning center to follow.

Summary of the five research sub-questions and code groups. Through qualitative coding, evidence was found in the data collected to answer all five research sub-questions. Code groups were deductively created for each research sub-question, with individual codes assigned to their appropriate sub-group. Within the code group training, it was discovered that tutors are trained at the learning center through rules and discussions regarding expectations and best teaching practices. The learning center trains employees to work specifically with each student and places an importance on motivation and confidence. In regard to relationships, the learning center asks tutors to make a connection with their students about academics and the students’

own, personal interests. Innovation at the learning center is brought about by embracing

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technological change. The learning center is also open to feedback and suggestions in order to make room for new teaching methods and technology. The structure of the learning center follows their vision of focusing on specific student needs, providing high quality tutoring services, and having a passion for teaching. Lastly, customer development plays a role at the learning center by proving success with current and past students based on scores and customer reviews.

Theme 1: Engaging in closed-loop communication with all stakeholders. Closed-loop communication means that a team exchanges information clearly, acknowledges getting the information, and confirms their understanding of the information (McIntyre & Salas, 1995). The learning center uses clear communication in everything they do because without it, they would not see results. When management uses closed-loop communication with the tutors, the tutors understand what is being asked of them and the steps they need to follow. When tutors

communicate with the students, the students have a better understanding of what they are asked to do, which gives them a boost of confidence. When management uses closed-loop

communication with clients and has meeting with parents to discuss student progress, the parents become more trusting and accepting of the work the learning center does with their children.

Closed-loop communication relates to the literature discussing the importance of

relationships, especially with employees and clients. Relationships form through communication and keeping an open line of communication within a business leads to the innovation of better business practices. Also, communication with educators and parents increases parent awareness and involvement in their child’s academics. When parents have a strong relationship with their child’s educators, they are more willing to reinforce positive academic behaviors at home (Epstein, 2002). Closed-loop communication is also used during peer observations, a vital

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educational component found in the literature and the learning center (Bell & Mladenovic, 2008;

Truuvert, 2014). Peer observations are one way that the learning center communicates the most beneficial way to run students’ sessions.

Theme 2: Taking a holistic approach to student improvement. By taking a holistic approach, the learning center focuses on the academic and mental state of the students, including behaviors, motivations, and levels of confidence. They do this because they see the students as a whole person that cannot and should not compartmentalize aspects of their life, including their academics. The learning center recognizes that confidence is not only built by solving an academic problem or scoring high on a test, but also by building friendships, relationships, and positive connections with the people around them. Everyone who takes a part in a student’s life, especially in a mentorship role, is a great influence to that student. In recognition of this, the learning center has made it a priority for the tutors to connect with their students in a way that builds trust, understanding, and mutual respect.

The notion of a holistic approach was not prevalent in the literature related to small businesses or educational institutions. Epstein (2002) noted the importance of making

connections with individuals to build stronger relationships, but did not go into depth about how those connections should be made or if they are made by connecting to students through a level beyond their academics. The importance of a holistic approach in sustaining an educational business is a finding that makes a new contribution to the literature.